OWU Statement of Technology Integration to Support Student Learning

The OWU Department of Education meets all the standards set forth by Council for the Accreditation of Education Professionals (CAEP). One of the CAEP standards states that…candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

More specifically, CAEP articulates the following:

Candidates need experiences during their preparation to become proficient in applications of digital media and technological capabilities. They should have opportunities to develop the skills and dispositions for accessing online research databases, digital media, and tools and to identify research-based practices that can improve their students’ learning, engagement, and outcomes. They should know why and how to help their students access and assess critically the quality and relevance of digital academic content. Preparation experiences should allow candidates to demonstrate their abilities to design and facilitate digital or connected learning, mentoring, and collaboration. They should encourage use of social networks as resources for these purposes and to help identify digital content and technology tools for P‐12 students’ learning. Candidates should help their students gain access to what technology has to offer. (CAEP, pg. 30)

CAEP Proficiency & ISTE Standards Courses Evidence
Candidates use online management systems (Blackboard, TK20, K-12 grading programs) to access course readings and assignments, submit their work, and/or submit grades for the students they teach. All EDUC courses

All clinical experiences: Field Experience (EDUC 300.18, 300.20, 339, 349 or 369) AND Student Teaching Seminar (EDUC 300.24, 474, or 484)
Completion of assigned readings, assignments, etc.
Candidates know how to access online research databases, digital media, and tools and to identify research-based practices that can improve their students’ learning, engagement, and outcomes Methods (EDUC 300.25, 300.19, EDUC 341 or EDUC 370)

Field Experience (EDUC 300.18, 300.20, 349 or 369)
Lesson Plans
Candidates know why and how to help their students access and assess critically the quality and relevance of digital academic content.

[ISTE Standards for Teachers – 2: Design and Develop Digital Age Learning Experiences & Assessment]
Methods (EDUC 321, 300.25, 300.19, EDUC 341 or EDUC 370) – Introduction to SAMR model. See OWU Technology Integration: Resources and Ideas.

Field Experience (EDUC 300.18, 300.20, 349 or 369) – Implementation of SAMR model.
Technology Integration I – Lesson plan from Field Experience with reflection addressing how the incorporation of technology by the candidate enhanced student learning.
Candidates demonstrate their abilities to design and facilitate digital or connected learning, mentoring, and collaboration.

[ISTE Standards for Teachers – 2: Design and Develop Digital Age Learning Experiences & Assessment]

{ISTE Standards for Students – 3: Knowledge Constructor; 6: Creative Communicator}
Student Teaching Seminar (EDUC 300.24, 474, or 484) – Continued implementation of SAMR model with a focus on social networks as a means to help identify digital content and technology tools for P‐12 students’ learning. Technology Integration II – Lesson plan from Student Teaching with reflection narrative addressing how the incorporation of technology by the student teacher and students enhanced student learning.

Throughout each licensure program, candidates are asked to do the following:

  1. use technology (online research databases, digital media, and tools) related to the content being taught; and to
  2. create lesson plans that use educational technology to support the teaching of the lesson and/or support students’ use of technology to enhance their learning.

Technology Integration Task & Assessment Rubric

This task is completed for the first time during field experience practicum and a second time during student teaching.

To demonstrate competency with using technology in the teaching/learning process, you are required to: 

  1. Create lessons that incorporate technology using the OWU lesson plan template striving for the highest level of technology integration that is developmentally appropriate for the learners and the context in which you are teaching.
  2. Select one lesson plan that represents your best work integrating technology into your teaching; and then 
  3. Write a reflective narrative after teaching the technology lesson.  The narrative should address the following prompts:
    • Describe your classroom context and why you believe you have implemented technology in a developmentally appropriate manner for the learners that you are teaching.
    • Explain why you believe your use of technology provided opportunities for your students to engage in an authentic and active manner for learning.

Each time you submit this assignment, combine your technology lesson plan and written reflective narrative into one document and upload it into TK20.

Minimum Scoring Criteria:

You must earn a minimum score of "adequate" on all indicators.  You must redo the assignment until you have reached at least the minimum expectations for technology integration.

CRITERION:  use of technology is developmentally appropriate.

Criteria EXCELLENT Exceeds Expectations PROFICIENT Meets Expectations ADEQUATE
Partially Meets Expectations
UNSATISFACTORY Fails to Meet Expectations
Technology Use
Students' use of technology supports engagement with moderately challenging tasks
(cognitive developement)
Technology use by students engages ALL students in a moderately challenging cognitive task.
Technology use by students engages MOST students in a moderately challenging cognitive task.
Technology use by students engages SOME students in a moderately challenging cognitive task. Technology use is an add-on that is used to keep students busy.
Technology Use
Students' use of technology supports collaboration and cooperation (social-emotional development)
Technology use by students supports peer collaboration.

Technology use by students allows for peer collaboration.
Technology use by students provides opportunities to share ideas.
Technology use by students provides for limited opportunities for working with others.
Technology Use
Students' use of technology allows for choice
(age-appropriate)
Technology use by students is self-directed.
Students use technology independently.
Students use the same tool in the same step-by-step sequence (without modifications for skill-level).
Students have limited opportunities to use technology.

CRITERION: use of technology fosters higher-level thinking.

Indicator EXCELLENT
Exceeds Expectations
PROFICIENT
Meets Expectations
ADEQUATE
Partially Meets Expectations
UNSATISFACTORY
Fails to Meet Expectations
Authentic Learning Technology tools link the learning activities to the world increasing relevance and student motivation Innovative use of technology within the learning activities that allows for student-directed exploration of the world beyond the classroom. Technology use linked to relevant learning activities and allows for teacher-directed exploration of the world beyond the classroom. Technology use related to learning activities with some meaningful relevant context for the students. Technology use is limited to a pre-determined and/or textbook-like curriculum unrelated to the students' interests or personal lives.
Active Learning
Use of technology supports students' active engagement in learning
Student-Centered Instruction
Students use technology to engage in discovery learning.


Student- Centered Instruction
Students use technology to extend their learning.
Teacher-Centered Instruction
Students use technology to apply prior learning.
Teacher-Centered Instruction
Students passively receive information.

Assignment Requirements:

Aligned Instructional Plan
Technology use is aligned to the LTs, instruction, and assessment
Technology selected is tightly/strongly aligned to the LTs, instruction and assessment. Technology selected is aligned to the LTs, instruction and assessment. Technology selected is aligned to the LTs and instruction but not assessment. Technology selected is not aligned to the LTs and/or instruction and assessment.
Rationale Quality
of Technology Integration Justification
The reflection provides a clear, specific justification for why technology use was develop- mentally appropriate, and how it provided students with an authentic and active learning experience. The reflection provides a clear, general justification for why technology use was develop-mentally appropriate, and how it provided students with an authentic and active learning experience. The reflection describes in general terms why technology use was develop-mentally appropriate and how it provided students with an authentic and active learning experience. The reflection does not describe why technology use was develop-mentally appropriate and how it provided an authentic learning experience or an active learning experience.

Department Contact Info

Location

Phillips Hall 214
Ohio Wesleyan University
Delaware, OH 43015
P 740-368-3557
F 740-368-3553
E educ@owu.edu

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Department Contact

Chair: Sarah Kaka
Assistant Professor of Education
740-368-3563
sjkaka@owu.edu

Academic Assistant: Kandi Akers
740-368-3557
kjakers@owu.edu